Effects on Anxiety in Physiotherapy Students After Simulation as an Active Method for Learning the Clinical Enterview

NCT05866601 | Completed

• 1 other identifier: 23/293.1
• Study Type: observational
• Target: 28
• Locations: 1 country
• Sites: 2

Brief Summary

The aim of the main study is to find out the effects on anxiety in physiotherapy students after role playing in the learning of the clinical history.

Conditions

Clinical Interview

Keywords

Medical education; nursing education; physiotherapy; empathy; anxiety

Outcome Measures

Primary Outcomes (4)

• Anxiety Questionnaire called STAI before role playing

  This questionnaire allows the evaluation of trait anxiety (tendency to perceive stimuli as anxiogenic or not) and state anxiety (degree to which there are anxious elements in the person's environment at the time close to the evaluation). The response scale is Likert-type with 4 alternatives (in the Spanish adaptation from 0 to 3). Both state anxiety and trait anxiety have 20 items for assessment. Thus, the range of responses goes from 0 to 60, with a higher level of anxiety corresponding to a higher score. The Spanish adaptation has adequate psychometric properties. In addition, the scale can be applied in the adolescent population, as well as in university students, with evidence of reliability and validity.

  Through study completion, an average of 12 days

• Anxiety Questionnaire called STAI after role playing

  This questionnaire allows the evaluation of trait anxiety (tendency to perceive stimuli as anxiogenic or not) and state anxiety (degree to which there are anxious elements in the person's environment at the time close to the evaluation). The response scale is Likert-type with 4 alternatives (in the Spanish adaptation from 0 to 3). Both state anxiety and trait anxiety have 20 items for assessment. Thus, the range of responses goes from 0 to 60, with a higher level of anxiety corresponding to a higher score. The Spanish adaptation has adequate psychometric properties. In addition, the scale can be applied in the adolescent population, as well as in university students, with evidence of reliability and validity.

  Through study completion, an average of 12 days

• Jefferson scale before role playing

  To determine the empathy levels of nursing students, the validated Jefferson Empathy Scale for health professions students will be used. This scale consists of 20 items, each of which is assessed using a seven-point Likert-type response scale (from 1 = 'strongly disagree' to 7 = 'strongly agree'). These items are divided into three subscales: 'perspective taking' (11 items), which refers to the cognitive aspects of empathy; 'compassionate care' (6 items), which is characterised by a combination of cognitive and affective aspects of empathy; and 'putting oneself in the patient's shoes' (three items), considered the inverse of emotional distancing . Ten of these items are positively worded, while the other 10 are negatively worded and should be reversed. The total scores range from 20 to 140 points. Higher scores reflect higher levels of empathy.

  Through study completion, an average of 12 days

• Jefferson scale after role playing

  To determine the empathy levels of nursing students, the validated Jefferson Empathy Scale for health professions students will be used. This scale consists of 20 items, each of which is assessed using a seven-point Likert-type response scale (from 1 = 'strongly disagree' to 7 = 'strongly agree'). These items are divided into three subscales: 'perspective taking' (11 items), which refers to the cognitive aspects of empathy; 'compassionate care' (6 items), which is characterised by a combination of cognitive and affective aspects of empathy; and 'putting oneself in the patient's shoes' (three items), considered the inverse of emotional distancing . Ten of these items are positively worded, while the other 10 are negatively worded and should be reversed. The total scores range from 20 to 140 points. Higher scores reflect higher levels of empathy.

  Through study completion, an average of 12 days

Interventions

Role-playing for learning the clinical interview OTHER

Thirty-one first-year physiotherapy students will carry out the role-playing methodology to learn how to take a clinical history in physiotherapy. Before and after the realization, they will be measured by means of a validated questionnaire in Spanish, the language in which they study, the variable of empathy and anxiety.

Also known as: Role-plaiyng

Eligibility Criteria

• Age: 20 Years - 100 Years
• Sex: all
• Age Groups: Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

First year physiotherapy students who carry out the role playing of the clinical history.

You may qualify if:

• Men and women who are studying the first year of Physiotherapy at the Complutense University of Madrid and wish to participate in the study.

You may not qualify if:

• Students who do not wish to participate in the study.

Sponsors & Collaborators

• Mayuben Private Clinic: lead

Study Sites (2)

Eva María Martínez-Jiménez

Madrid, Madrid, 28040, Spain

Location

Universidad Complutense de Madrid

Madrid, 28040, Spain

Location

MeSH Terms

Conditions

Anxiety Disorders

Interventions

Role Playing

Condition Hierarchy (Ancestors)

Mental Disorders

Intervention Hierarchy (Ancestors)

Psychodrama; Mind-Body Therapies; Complementary Therapies; Therapeutics; Psychotherapy, Group; Socioenvironmental Therapy; Psychotherapy; Behavioral Disciplines and Activities

Study Design

• Study Type: observational
• Observational Model: CASE ONLY
• Time Perspective: OTHER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Profesor

Study Record Dates

• First Submitted: May 10, 2023
• First Posted: May 19, 2023
• Study Start: May 23, 2023
• Primary Completion: May 30, 2023
• Study Completion: June 2, 2023
• Last Updated: June 5, 2023

Record last verified: 2023-06

Data Sharing

• IPD Sharing: Will not share

Locations

ES (2)